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Title: Poland VET in Europe – Country Report 2012
Authors:
Chapter 1:
1.1: Karolina Czerwińska, Agnieszka Luck, Izabela Kowalska, Ewa Smolarek
1.2: Karolina Czerwińska, Agnieszka Luck, Izabela Kowalska, Ewa Smolarek
1.3: Izabela Kowalska, Ewa Smolarek
Chapter 2:
2.1:Magdalena Mazińska-Szumska, Agnieszka Luck
2.2: Magdalena Mazińska-Szumska, Agnieszka Luck
2.3: Ludmiła Łopacińska
Chapter 3:
3.1: Horacy Dębowski
3.2: Horacy Dębowski
3.3: Horacy Dębowski
3.4: Horacy Dębowski
Chapter 4:
4.1: Ludmiła Łopacińska
4.2: Ludmiła Łopacińska
4.3: Ludmiła Łopacińska
The report was edited by Agnieszka Luck
This country report is part of a series of reports on vocational education and training
produced for each EU Member State plus Norway and Iceland by members of ReferNet, a
network established by Cedefop (European Centre for the Development of Vocational
Training).
The opinions expressed in this report are not necessarily those of Cedefop.
Please note that ReferNet reports are based on a common structure and are available at:
http://www.cedefop.europa.eu/EN/Information-services/vet-in-europe-country-reports.aspx.
The preparation of this report has been co-financed by the European Union.
2
Table of contents
CHAPTER 1 ........................................................................................................................ 3
1. External factors influencing VET ................................................................................ 3
1.1 Population and demographics ................................................................................... 3
1.2 Economy and labour market indicators ...................................................................... 6
1.3 Educational attainment of the population ................................................................. 10
CHAPTER 2 ...................................................................................................................... 12
2. Providing vocational education and training in a lifelong learning perspective .......... 12
2.1 Diagram of the national education and training system ........................................... 13
2.2 Government-regulated VET provision ...................................................................... 14
2.3. Other forms of training ............................................................................................. 26
CHAPTER 3 ...................................................................................................................... 31
3. Shaping VET qualifications...................................................................................... 31
3.1 Relations between occupational standards, educational standards, core curricula and school programmes .......................................................................................... 31
3.2 Match between labour market needs and VET provision ........................................ 33
3.3 Quality assurance in VET ........................................................................................ 36
3.4 Challenges ............................................................................................................... 38
CHAPTER 4 ...................................................................................................................... 40
4. Promoting participation in vocational education and training .................................... 40
4.1 Financial incentives .................................................................................................. 40
4.2 Statutory rights to training leave .............................................................................. 43
4.3 Motivational incentives ............................................................................................. 43
SOURCES AND BIBLIOGRAPHY ...................................................................................... 45
LIST OF ACRONYMS AND ABBREVIATIONS .................................................................. 48
3
CHAPTER 1
1. External factors influencing VET
1.1 Population and demographics
Poland, a country with a total area of 312 679 km²1, has a population of 38 501 000
and is the sixth most populous country in the European Union2.
Table 1: Demographic developments 2007-2011 (in thousands)
Year 2007 2008 2009 2010 2011
Natural increase 0.7 35.3 32.7 38 13
Live births 387.9 414.5 417.6 418 388
Deaths 377.2 379.2 384.9 380 376
Balance of permanent international migration
-20.5 -15.4 -1.2 - 1.5 -4
Immigration 15 16 17.4 15.5 16
Emigration 35.5 31.4 18.6 17 20
Actual increase -10 +20 +31 +36
Population as at 31 December 38 116 38 135 38 167 38 204
Source: Prepared by the author based on GUS, Podstawowe informacje o rozwoju demograficznym Polski w latach 2000 - 2010, Warszawa, 28.01.2011, (Basic information about demografic development of Poland in 2000 –2010, Warsaw, 28.01.2011), “Mały rocznik statystyczny Polski 2012” (Concise statistical yearbook of Poland 2012 national statistical Office, Warsaw 2012), GUS, Warszawa 2012
In 2011 population growth was positive – mainly as a result of growing number of births
that amounted to about 388 000. Positive real growth is observed for the third year in a row.
As regards migration, following a dramatic worsening of the situation in 2006, which can be
explained by new opportunities for working abroad following Poland’s accession to the
European Union, there was a further decline in the number of people going abroad - both
permanent and temporary residence in 2010 as in 2009. In 2011 a definitive negative net
international migration amounted to 2 000 which was due to a significant decrease of the
number of Poles going abroad permanently. Consequently, the gap between the number of
emigrants and immigrants has become smaller as in the previous years.3
1 GUS, Mały rocznik statystyczny Polski 2011, Warszawa 2011. 2 Podstawowe informacje.. Op.cit p.16, Tab. 3. 3 Op.cit. 4, p.3.
4
Despite the changes taking place in Poland’s demographic development in recent
years, the age structure of the population is still characterised by a relatively high share of
young people, especially when compared with the age structures of many other European
nations (e.g. Germany). In 2011, (21.7%) of Poland’s population were people in the 0-19 age
group; 64.2% were people aged 20-64, and the 65+ age group accounted for 14% of the
country’s total population4. It should be added, however, that since the 1990s, demographers
have observed a rapid decrease in the number of children and youth.
A comparison of the number of students in different types of schools in the academic
years 2006/2007, 2007/2008, 2008/2009, 2009/2010 and 2010/2011 is quite interesting
(Table 2) as the number of pupils/students is constantly decreasing. This tendency is an
implication of the demographic changes described above. However, the drop in the number
of adult learners and university students could additionally be due to the fact that -in a
situation of a general trend of resuming education after a break and extending the learning
period for those who start school- the number of people who would like to resume schooling
at the secondary or tertiary level but have not done so yet is shrinking.
Table 2: Pupils and students in school years 2006/2007, 2007/2008, 2008/2009, 2009/2010 and 2010/2011 by type of school (in thousands)*
Type of school 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 2011/2012
Primary 2 484.8 2 375.2 2 294.4 2 235.0 2 191.7 2 187.2
Lower secondary (gimnazjum)
528.8 1 453.2 1 381.4 1 322.2 1 261.4 1 210.0
Upper secondary 1 677.1 1 631.9 1 576.7 1 519.5 1464.9 1 401.1
Post-secondary 327.9 301.6 344.1 284.8 298.8 330.6
Higher 1 941.4 1 937.4 1 927.8 1 920.0 1 841.3 1 764.1
Adult education 273.8 265.1 282.2 274.6 289.2 286.8
Total 7 233.8 7 964.40 7 806.6 7 556.1 7 347.3 7 182.8
* - as at the beginning of the school/academic year
Source: Prepared by the author on the basis of data from GUS, Mały rocznik statystyczny Polski 2011 [Concise Statistical Yearbook of Poland], op. cit., Table I(133), pp. 235
It should also be added that in 2011/2012 school year nearly all children and youth
aged 7-18 (varying from 94.4% to 96.4% depending on the group) participated in the
education system, in the 19-24 age group only as few as 57.9% receive education.5 This can
be due to the fact that continuing education (e.g. studies in a different city) does inevitably
entail certain costs. For many young people combining studying and working turns out to be
to a heavy burden. That is why in order to encourage young people to continue education
4 Rynek Pracy w Polsce 2011, MPiPS, Departament Rynku Pracy, Warszawa, 14.03.2011. 5 GUS, Mały rocznik statystyczny Polski 2012, Table 3(133), p. 242. (Concise Statistical Yearbook of Poland 2012, GUS, Tab. 3(133), p. 242).
5
some measures based on the provision of financial support or adoption of solutions that
would facilitate learning and working (e.g. new types of employment, working flexi-time),
should be developed and promoted.
Population forecast until 2035
The trends in Poland’s demographic development which could be observed so far are
most likely to continue throughout the forecasting period, i.e. from 2010 until 2035, even if
with some improvement6. Despite the fact that the number of births stopped falling in 2004, it
is expected to grow further only until 2012. Then, it will start to grow smaller again.
Therefore, the natural increase in Poland is envisaged to be negative again since 2014. To
some extent, it will result from the fact of reaching the reproductive age by the not very
numerous generation born at the turn of the century. During the forecasting period the fertility
rate will increase from around 1.30 to around 1.45 child per woman. At the same time, the
intensity of permanent international migration will increase. However, thanks to an expected
rise in immigration flows the recorded negative balance is going to improve regularly7. In
result, these processes will most likely lead to a depopulation of Poland by about 2 200 000
until 2035 (Table 3).
Table 3: Population forecast until 2035 (as at 31st December; in thousands)
AGE 2010 2015 2020 2025 2030 2035
0-24 10 981 10 139 9 630 9 336 9 029 8 437
25-64 21 958 21 948 21 246 20 258 19 572 19 198
65+ 5 153 5 929 6 954 7 844 8 195 8 358
TOTAL 38 092 38 016 37 830 37 438 36 796 35 993
Source: Prepared by the author based on: Central Statistical Office, Podstawowe informacje o rozwoju demograficznym Polski do 2008 roku, op. cit., tab. 5, p. 17; Central Statistical Office, Prognoza ludności Polski na lata 2008-2035, Warsaw 2008,
This and other phenomena, such as lowered mortality rates and increased life
expectancy will be reflected in the age structure of the population. In 2035, the number of
children and youth aged 0-24 in the education category will be much lower. This will be
accompanied by a progressing ageing of the Polish society, which will mean an increase of
the population in the post-working age (65+) and a decrease of the working-age population
(24-64) (Table 4). The shifts in relation between the particular age groups will result in a
significant increase of an old age dependency ratio, which is estimated to grow from the level
6 Due to the increased number of births and intensified migration observed since 2004 the previous population forecast until 2030 (prepared in 2003) has been revised and became slightly more optimistic. 7 GUS, Prognoza ludności Polski na lata 2008-2035, Warszawa 2008, (Forecast of Polish population in 2008-2035) URL: http://www.stat.gov.pl/gus/5840_4559_PLK_HTML.htm, p. 3, 7-8.
6
of 18.98 in 2010 to 37.89 by the end of the forecasting period8. The anticipated changes in
the age structure of Poland’s population are likely to have far-reaching consequences for the
country’s educational system. The forecasted drastic reduction in the population groups
comprised by school education at all levels (from the primary to the tertiary level) may lead to
staff redundancies, reductions in the number of schools and limiting the training facilities and
resources addressed to this group. On the other hand, however, a smaller number of pupils
and students per one teacher could result in an improved quality of instruction. Also, more
intense competition between educational establishments (as they will have to attract
students) could lead to improved academic excellence. At the same time, it can be expected
that competition for gaining access to tertiary education will be smaller, which could be seen
as an incentive for entering the university.
Another likely consequence of the anticipated demographic changes will be a dynamic
increase in the demand for training addressed to the economically active part of the
population (e.g. expanded system of training aimed at updating and upgrading the
competencies and qualifications of employees). In view of such an increased economic
burden of the working-age population, it will be necessary to ensure that these people
remain economically active for the maximum possible period, through such measures as, for
instance, continuing education. In addition to that, modifications in the profiles of education
and training, owing to an increased demand for medical services triggered by a growing
number of old people will be inevitable.
1.2 Economy and labour market indicators
Employment structure by sectors of the economy
In 2011, there was not a significant change in the employment structure compared to
the previous year. In 4th quarter of 2011, 12.3% of working people were employed in
agriculture, as compared to 12.8% employed in 2010; 30.8% were employed in industry
compared to 30.2% employed in the previous year. The level of employment in services did
not change and amounted to 56.9%9. Even though more and more workers move from
agriculture to other sectors of the economy, the share of agriculture in the overall
employment structure in Poland remains higher than in countries with a highly developed
market economy. The anticipated further shifts of labour between sectors will certainly
stimulate demand for programmes supporting the retraining process (e.g. for people who
want to start activity in tourism instead of agriculture). Such changes are also likely to
encourage modifications in the training profiles for new labour market entrants to make them
compliant with the needs of modern knowledge-based economy. It is also expected that as a
result of such modifications the numbers of trainees in surplus and deficit occupations will be
adjusted to suit the needs of the market.
8 Eurostat data, Guidelines and template for the 2009 edition of VET in Europe – Country Reports, Annex IIB, tabl. 2. Opracowała Karolina Czerwińska, Czerwiec 2009. 9 Kwartalna informacja o rynku pracy (IV kwartał 2011), Tab. II, str. 4, GUS, Warszawa 2012 (Quarterly information on the labour market (4th quarer 2011), Tab. II, p. 4.
7
Economic activity rate
In 2011, the economic activity rate in Poland reached 56.3%, and was slightly higher
than the year before (55.8%).10 This change was due to increased activity of both women
(from 48.2% in 2010 to 48.7% in the fourth quarter of 2011) and men (from 64.1% in 2010 to
64.7% in the fourth quarter of 2011). Nevertheless, men remain much more active on the
labour market than women11.
It should be noted that the activity rate of people with higher education (which for
several years has oscillated at a level of ca. 80%) and secondary vocational education
(which in the recent years has been around 67%) is much above the country’s average. This
stands in sharp contrast with the activity of the population with lower secondary and primary
education, which is slightly above 18% in this group (Table 4).
Table 4: Economic activity rate for population aged +15 by level of education (in 4Q; in %)
Level of education Total economic activity rate
2009 2010 2011
Higher (ISCED 5-6) 80.7 80.6 80.4
Secondary vocational* (ISCED 4)
66.9 67.8 67.1
Secondary general (ISCED 3A)
47.0 48.1 48.0
Basic vocational (ISCED 3C)
63.9 62.9 63.3
Lower secondary, primary and incomplete primary (ISCED 1-2)
19.1 18.6 19.7
Total 55.5 55 56.3
* including post-secondary non-tertiary schools
Source: prepared on the basis of: GUS, Monitoring rynku pracy. Kwartalna informacja o rynku pracy [Monitoring of the labour market. Quarterly labour market information], Warsaw, 23.02.2012, Table 1, p. 3.
In the IV quarter of 2011 43.7% of population was economically inactive of which
27.2% was in productive age (aged 15 and more). Retired people amounted to 45.6% of all
inactive people. Other reasons for inactivity were: education and upgrading qualifications
(21.8%), sickness and disability (14.3%), family responsibilities (11.5%).
In light of these data, the educational attainment of individuals can be seen as an
important factor stimulating their economic activity. Therefore, all activities and efforts which
10 Rynek pracy w Polsce 2010. Ministerstwo Pracy I Polityki Społecznej, Departament Rynku Pracy, Warszawa, 2011 (Labour market in Poland 2010, the Ministry of Labour and Social Policy, Labour Market Dept., Warsaw. 11 GUS, Mały rocznik statystyczny 2010, Warszawa 2010,Tabela I(81), Concise Statistical Yearbook of Poland 2011, GUS, Tab. I (81).
8
can encourage individuals to continue their education at a higher level, resume learning or
start continuing training seem very desirable. Improved accessibility to schools and other
training institutions is of particular importance (e.g. in financial terms – scholarships or grants
for children from poor families, or improved infrastructure - upgrading transport links), in
addition to extending assistance programmes for carers of the disabled or those with small
children (e.g. ensuring care for the period the carer or guardian is in training or at school).
Employment rate12
In recent years, the employment rate in Poland has been growing steadily, a process
which has certainly been fostered by falling unemployment. However, in a situation of an
economic downturn this trend is likely to be reversed. In the fourth quarter of 2011, 50.8% of
the aggregate population aged +15 were employed. Nevertheless, the employment rate is
still lower than the EU average. Similarly to the previous years, the rate of increase was
faster in the case of men than in the case of women. In the fourth quarter of 2011, 58.9% of
men and 43.4% of women were employed13.
It should be noted that, similarly to the economic activity of the population, the
employment rate figures vary depending on the level of education (Table 5). For the category
of people with higher education and for the category of people with secondary education, it
has been consistently higher than the average employment rate nationally (a considerable
increase in employment in the recent years). On the other hand, the share of the employed
among people who ended their education at the lower secondary or primary school level is
very low.
Table 5: Employment rates by highest level of education attained (%)
Level of education
Employment rate by highest level of education attained (%), 2008, 2010, 2011
2008 2010 2011
Higher (ISCED 5-6) 77.8 76.9 76.1
Post secondary and secondary vocational (ISCED 3A -4)*
62.6 60.8 61.1
basic vocational (ISCED 3-4)
60.2 57.1 57.4
Lower secondary, primary and incomplete primary (ISCED 0-2)
17.8 16.3 17.1
Total 51.0 50.6 50.8
* including post-secondary non-tertiary schools
Source: prepared on the basis of: GUS, Monitoring rynku pracy. Kwartalna informacja o rynku pracy [Monitoring of the labour market. Quarterly labour market information], Warsaw, 23.02.2012, Table 2, p.6.
12 As a percentage of the employed in the population aged 15 or over. 13 Mały rocznik statystyczny 2012, Tabela I (77) p. 139.
9
In general terms, regardless of the education level, lower employment in the youngest
age group may indicate difficulties in the labour market entry for those school leavers who
have not acquired any job experience and have relatively low skills. On the other hand, the
lower percentage of the employed in the 50-64 age group may be partly explained by the fact
that their competences and experience are gradually becoming outdated. However, a
conclusion may also be that a higher level of education and of vocational or professional
competences not only makes labour market entry much easier, but that it also facilitates
maintaining employment throughout the entire period of occupational activity. Although a
university diploma does not guarantee its holder finding a job quickly, unemployment
statistics provided below strongly indicate the higher the individual’s qualifications the lesser
risk of problems on the labour market, also during an economic downturn.
Registered unemployment rate14
At the end of 2011, the total registered unemployment rate in Poland was 12.5%. The
increasing tendency was noticeable during the whole year. At the end of 2011, 1 982 700
unemployed people were registered i.e. about 28 000 more than the previous year. The
number of people previously not employed decreased slightly from 4 051 000 in 2010 to
3 944 000 in 2011. This is partly due to the fact that less tertiary education graduates
became unemployed in 2011 (33 000 compared to 34 800 in 2010). However, more school
leavers joined the group (1 239 000 in 2011 compared to 1 226 000 in 2010).
In 2011, the unemployment rate was highest among people with lower secondary,
primary and lower education (17.1%) and lowest among the people with tertiary education
(5.3%). As in the previous year young people (15-24) still constitute the largest age group of
all the registered unemployed (26.5%).
14 As a percentage of the registered unemployed in the total civil economically active population and in a given category.
10
Table 6: Unemployment rates by age group and highest level of education attained (%)
Age group
Unemployment rates by age groups and highest level of education attained
2008 2010 2011
15-24 17.1 23.6 26.5
25-34 6.4 9.7 9.9
35-44 5.0 6.6 7.0
45 and more 5.2 7,1 7.1
Total in the working age (15-64)
6.8 9,4 9.9
Level of education EU
Lower secondary, primary and incomplete primary (ISCED 0-2)
11.4 17.2 17.1
Secondary vocational, post secondary (ISCED 3-4)
6.5 9.1 9.3
basic vocational (ISCED 3C)
7.0 10.5 11.3
Higher (ISCED 5-6) 3.6 4.7 5.3
Total 6.7 9.3 9.7*
* data from the last quarter of 2011
Source: prepared on the basis of: GUS, Monitoring rynku pracy. Kwartalna informacja o rynku pracy [Monitoring of the labour market. Quarterly labour market information], Warsaw, 23.02.2012, Table 3, p.9.
1.3 Educational attainment of the population
In 2011, the percentage of early school leavers in Poland amounted to 5.4%. It was a
relatively low figure compared to the average 14.1% in EU. A decreasing tendency is
noticeable since 2002 (17.0% in the EU and 7.2% in Poland) although in Poland a slight
increase can be seen since 2008. Despite of this tendency in Poland it generally seems that
society’s awareness of the need for education increased. It can mean that the awareness of
the need for good education is growing in society, enhanced by conditions of the labour
market – people with lower education have fewer chances for jobs.
11
Table 7: Early school leavers (%) 2008-2011
2008 2009 2010 2011
EU 27 14.9 14.4 14.1 13.5
Poland 5.0 5.3 5.4 5.6
Source: Eurostat - Tables,Graphs and Maps Interface (TGM) table “Early leavers from education and training”, 2012-04-02 Description: Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training
Table 8: Total population having completed at least upper secondary education Population aged 25 to 64 (%)
2009 2010 2011
PL T 88.0 88.7 89.1
F 87.6 88.5 88.9
M 88.4 88.8 89.2
EU 27 T 72.0 72.7 73.4
F 70.9 71.7 72.7
M 73.1
73.7 74.2
M=males; F=females; T= total Source: Eurostat. Tables, Graphs, Maps Interface (TGM) table (2012-04-02).
12
CHAPTER 2
2. Providing vocational education and training in a lifelong learning perspective Compulsory education obligation in Poland is fulfilled by attending primary and lower
secondary schools. Compulsory education starts at the beginning of the school year, in the
calendar year in which a child becomes seven years old15 and continues until graduation
from a lower secondary school (usually at the age of 16).
Compulsory schooling lasts until the person is 18 years old, and can be achieved by
attending a public or non-public upper secondary school; attending extracurricular classes in
public and non-public institutions; attending classes carried out as a part of educational
activities provided by legal and natural persons; or by accomplishing vocational training at an
employer’s (subject to separate regulations).
Compulsory general education is fulfilled in 6-year primary school (szkoła podstawowa)
and 3 –year lower secondary school (gimnazjum).
Upper secondary general education or vocational education in schools starts at the age
of 16. It lasts between two and six years depending on the type of school. Most vocational
students complete their IVET at the age of 19 or 20.
The following types of schools provide initial vocational education at upper secondary:
(a) four-year technical upper secondary school (technikum);
(b) 3-year supplementary technical upper secondary school (technikum uzupełniające) - due
to the new reform, this type of school is going to cease in three years;
(c) three-year basic vocational school (zasadnicza szkoła zawodowa);
(d) 3-year profiled general upper secondary school (liceum profilowane). Due to the new
reform, this type of school is going to cease in three years which means that starting
from 1 September 2012 there is no recruitment to this type of school;
(e) three-year special needs school preparing for work students mentally or physically
handicapped (szkoła specjalna).
Vocational education is also provided in post-secondary schools:
(f) one, one and a half, two, two and a half year post-secondary non-tertiary school (szkoła
policealna);
As mentioned above, until the end of compulsory school, vocational training can also
be conducted outside the school system in the form of an apprenticeship.
15 Additionally, since 2004/05 school year children aged six are obliged to attend ‘0 grade’, preparing for primary education.
13
2.1 Diagram of the national education and training system
2.1 Diagram of the national education and training system
14
Different types of schools pursue different educational objectives. General secondary
schools (licea ogólnoksztalcace) prepare students for passing a matura exam and for
pursuing their education in higher-education institutions. Technical upper secondary school
prepares both for the matura exam and entering the labour market. While basic vocational
schools and post-secondary non-tertiary schools are focused on providing vocational
qualifications. That is why the curricula in vocational schools are different and their
educational process includes practical training in the work place.
In technical upper secondary schools, basic vocational schools or post-secondary non-
tertiary schools, vocational education is provided for occupations included in the
classification of occupations for VET (MENiS, 2007), which is consistent with the
classification developed for labour market needs (MPiPS, 2010b). In the 2011/12 school
year, there were 4 477 upper secondary vocational schools for young people including 448
special needs schools (szkola specjalna)16.
2.2 Government-regulated VET provision
IVET at lower secondary level
IVET at the lower secondary level is limited to 0.86% in 2011/201217 of the total lower
secondary population. Lower secondary schools (gimnazjum) with work preparation classes
are addressed to pupils who, after a year's instruction in the gimnazjum and reaching the age
of 15 do not seem to be able to complete the school in the prescribed period. Such pupils are
experiencing difficulties due to learning problems and truancy. Most usually, such pupils are
also members of the Voluntary Labour Corps (OHP), the mission of which is to educate
through work. The Corps is a state organisation (under the Ministry of Labour) focused on
facilitating education for disadvantaged youths (those who are going through difficult
financial, family or personal circumstances; experiencing difficulties at school, school
dropouts; coming from dysfunctional, broken or jobless families; or from orphanages)
providing a range of training, further training and employment opportunities and work.
In the work preparation classes, general education is based on the relevant core
curriculum, to the extent and in forms corresponding to the pupils' abilities and needs. The
special preparation for work curriculum is developed by the teacher on the basis of selected
learning contents included in the core curriculum for a given occupation. Preparation for
performing a given job can be provided in or outside the school, on the basis of an
agreement concluded by the school headmaster with such entities as schools offering
vocational education, continuing education centres, or employers. Typically, pupils are in the
15–17 age brackets.
16 Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2012], Central Statistical Office (GUS), Tab. I (131) p. 237, 238. 17 Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2012], Central Statistical Office (GUS), Tab. I (131) p. 238.
15
Vocational education in those classes comprises 570 hours in the entire cycle of
education, what makes 25% of the whole curriculum.
The school does not award a vocational title. Those who complete such preparation
training do not have any vocational qualifications except preliminary skills needed for
performing a given job. They are awarded gimnazjum leaving certificates with an annotation
that they attended this particular class and completed such preparation training based on the
core curriculum for a specific occupation. The marks in the preparation for performing a
given work subjects are shown both on all gimnazjum certificates, including the leaving
certificate.
IVET at upper secondary level (school-based)
The basic criterion for admittance to all schools at the upper secondary level is
completion of the lower secondary school (gimnazjum). Other criteria depend on the type of
school and are usually comprised in the school statute. They may take into account the
number of points obtained at the final gimnazjum exam, a pupil's marks in Polish language
and three other compulsory subjects and their special achievements.
Technical secondary schools (technikum) enable the acquisition of upper secondary
school-leaving certificate (matura) and vocational qualifications to the level of technician.
Pupils start their education in technical secondary schools at the age of 16 and finish in 4
years. In the school system two types of upper secondary technical school are functioning:
technical secondary schools for gimnazjum leavers and supplementary technical
schools for basic vocational school leavers, the last will gradually cease in 2012/2013. In the
school year 2011/2012 there were 532 062 pupils in both types of those schools, including
212 917 girls18. The most popular vocations offered by technical secondary schools are:
accountant, mechanic, electronics specialist, and salesperson.
Obtaining a secondary school-leaving certificate (matura) at the end of their 4th year
opens the door for graduates to higher education institutions.
The only vocational school at the upper secondary level that awards a vocational
qualification diploma but does not lead to a matura is the basic vocational school
(zasadnicza szkola zawodowa), which confers the qualifications of a skilled worker.
Education in this type of school starts at the age of 16 and lasts 2 or 3 years, depending on
the vocation. The duration of education for particular vocations is indicated in 'The
Classification of Vocations for Vocational Schooling' (klasyfikacja zawodow szkolnych). The
most popular vocations in the 2-year schools are: shop-assistant, cook and gardener, and in
3-year schools: automobile mechanic, hairdresser and baker. Since 1st September 2012 the
basic vocational schools will all be 3 year-schools, but those who started education in a basic
vocational school in a shorter cycle will complete it within an unchanged period.
18 Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2012], Central Statistical Office (GUS), Tab. 13 (143) p. 251.
16
In the 2011/2012 school year, basic vocational schools were educating 210 910
pupils19.
Three-year special needs schools (szkola specjalna) offering preparation for
performing a given job are foreseen mostly for mentally disabled pupils and for pupils with
complex disabilities who completed lower secondary school. Their curricula and organisation
are adapted to the needs and capabilities of disabled pupils. At completion, pupils receive
certificates confirming their preparedness performing a given job, but do not have full
vocational qualifications.
The proportions between general education (general subjects, e.g. Polish language
and one foreign language in basic vocational schools and 2 foreign languages in secondary
technical schools, history, introduction to sociology, mathematics, physics, chemistry, etc.)
and vocational education (including theoretical and practical vocational subjects) are
specified in general teaching plans relevant for the given type of school which at the same
time serve as a basis for organising education in the given types of schools. The general
school timetables are prepared by the Minister of Education. In the case of technical upper
secondary schools, vocational subjects consumed 36% of all hours envisaged for learning in
the entire cycle of education in 2011/2012. In basic vocational schools, vocational subjects
consumed 53% of all hours envisaged for education. However, according to the Regulation
of the Minister of National Education of 7th February 2012 on the framework for school
timetables in public schools the proportion of vocational education hours to the hours of
general education will be 55% for VET in technical schools and 65% for VET in basic
vocational schools.
Practical vocational training is organised in the form of practical training classes at
school or vocational placements. Practical training classes are aimed at the acquiring
vocational skills necessary for a particular vocational career. They may be carried out in
school workshops and laboratories, school farms, continuing education centres or practical
training centres. In basic vocational schools, practical training consumes around 60% of all
hours envisaged for vocational subjects. In technical secondary schools this proportion
starting from 1st September 2012 equals 50%.
There is no collective and comprehensive data showing what percentage of pupils (of
basic and secondary vocational schools) obtains their practical vocational training in
enterprises and in school workshops, and what percentage in practical training centres
(CKP) and continuing education centres (CKU). However, it can be stated that employers
(apart from craftsmen) are not interested in training the pupils and that the percentage of
pupils who receive their practical vocational training in an employer's company is fairly small.
In 2002 the Ministry of National Education and Sport, in co-operation with other ministries,
initiated activities designed to change those proportions. So far the Ministry of National
Education has concluded agreements with ten social partners aimed at the establishment of
a network of companies which will offer practical training for pupils and teachers and will
support schools' technical base. Vocational placements in all types of vocational schools 19 Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2012], Central Statistical Office (GUS), , Tab. 10 (140) p. 249.
17
lasting 4 weeks are organised once or twice in the education cycle. However, there are
occupations in which placements last up to 12 weeks. Because vocational placements are
meant to deepen pupils' vocational knowledge and skills and to teach them how to apply the
knowledge and skills in real work conditions, they take place in enterprises, in any place that
can be their employment place in the future or at individual farms.
In the education system the number of hours of practical vocational training cannot
exceed 6 hours daily for pupils up to 16 years old and 8 hours for pupils over 16 regardless
the type of school.
The scope of knowledge and skills acquired by pupils during practical instruction and
vocational placements as well as the number of hours are defined by curricula for particular
vocations. Starting from September 2012 there is one core curriculum for occupations in
which there are defined interdisciplinary skills which have to be mastered in every
occupation, such as social and interpersonal competences, entrepreneurship knowledge and
skills and management skills (for occupations at upper secondary technical schools).
During the educational cycle or after completion of the vocational secondary school,
graduates may take an external exam confirming their vocational qualifications. The exam is
based on nationwide examination requirement standards. It consists of two parts: written,
which examines the knowledge and abilities connected with a specific job and running a
business activity, and a practical one, which examines the skills necessary to perform the job
(see chapter 3).
According to the National Statistical Office20 over the last three years a gradual
increase in the number of special job training schools has been recorded. In 2010/2011 there
were almost 2.4% more establishments of this type (compared with the previous year),
whereas the enrolment rose by 3.4% over the same period.
The number of basic vocational schools, preparing students for particular occupations,
did not change significantly compared with previous years. The most popular occupations
taught in basic vocational schools included those in engineering-technical services,
production and processing, and architecture and construction.
The number of technical upper-secondary schools decreased by 59 compared with the
previous year. The number of students attending regular technical upper-secondary schools
decreased by almost eight thousand, whereas the number of enrollees of supplementary
technical schools increased by 355. Male students tend to outnumber female students in this
type of programme. In 2010/2011 school year the most popular occupations taught in
technical upper-secondary schools included engineering, IT science, and services.
20 GUS „Oświata i wychowanie w latach 2010-2011”, Warszawa 2012. [„Education in 2010/2011 school year”], Warsaw 2012
18
Apprenticeship
In the Polish education system, apprenticeship training is regarded as a special type of
VET. The main condition to participate in this type of training is completion of the lower
secondary school (gimnazjum) and being at least 16 years of age. However, in special
situations, the law allows for some exceptions to this rule.
Apprenticeship training is organised in small and medium enterprises, mainly in
handicrafts. The employers are usually members of a guild or a chamber of handicrafts. A
particular chamber of handicrafts or appointed guild supervises apprenticeship training.
According to data provided by the Polish Association of Crafts (Związek Rzemiosła
Polskiego), in 2011, in 26 078 enterprises, 86 837 juvenile workers were participating in
apprenticeship training and from this number 84 384 juvenile workers were trained in
enterprises and 2 456 youths were trained to receive a certificate stating the acquisition of
particular skills in a particular occupation. Apprenticeship in crafts is offered in 116
occupations and the most common occupations were: hairdresser, carpenter, baker and
confectioner.
Agreements between apprentices and employers can be time bound or open-ended.
Where the apprentice is attending theoretical training at school, then the terms of the
agreement must be concluded before the start of the school year. If other forms of theoretical
training are pursued, then the agreement can be concluded at any time. The agreement
always sets out the theoretical education to be followed by the apprentice.
Apprenticeship can take either of the following two forms:
apprenticeship as occupational training (ISCED 3) leading to qualifications of an
apprentice or a skilled worker. It comprises practical vocational training at the
employer’s organisation and theoretical training. Trainees/students (under the age of 18)
can choose the form of theoretical training — it can take place in the school system or
non-formal education forms. Most trainees/students (88%) complete their theoretical
education in basic vocational schools. Training lasts between 24 and 36 months and
finishes with the apprentice exam organised by the chamber of crafts;
apprenticeship as training to perform a specific job (ISCED 2) and covering only selected
work activities. It is limited to a small group of youths who, for different reasons, did not
complete lower secondary school and are at least 15 years of age. The employer
defines the curriculum considering existing core curricula. Training takes three to six
months. After passing a test, the trainee receives a certificate stating acquisition of
particular skills in a particular occupation. The certificate is issued by the enterprise
where the training took place and is recognised by the education system. After finishing
training, the young workers (between 16 and 18 years old) can continue their vocational
education in the apprenticeship leading to a qualification (the duration of the first is
included into the duration of the latter).
19
VET at post-secondary non-tertiary level
In the 2011/12 school year there were 2 830 post-secondary non-tertiary schools
(szkoła policealna) educating 330 836 people21. Entry criteria for some post-lyceum school
leavers are completion of upper secondary school, and for others, an upper secondary
school-leaving certificate (matura). Students usually start their education in post-secondary
schools aged 19–21 years, but every 6th student is over 25.
Education in post-secondary non-tertiary schools takes up to 2.5 years. The duration of
training for individual occupations is determined in the Classification of Occupations for
Vocational Schooling and depends on earlier training, either in a profiled secondary school
preparing for a given occupation or in another school offering full secondary education.
A post-secondary non-tertiary school provides vocational education according to a
curriculum from the list of curricula approved by the Minister of Education for the school use
or in accordance with the national procedures works out its own curriculum. A curriculum
developed by a teacher must be approved for the use in the particular school after the
acceptance of the regional educational superintendent. Classes devoted to vocational
training can be conducted in other organizational entities, such as: higher education
institutions, continuing education centres (CKU), practical training centres (CKP), companies
and agricultural farms, after fulfilling conditions necessary for proper provision of vocational
education and preparing students for the exam confirming their vocational qualifications and
for work.
Post-secondary school leavers acquire qualifications of technician or skilled worker,
which they may confirm through an external vocational exam. The vocational profiles these
types of schools offer include: technical sciences, economics and commerce, administration,
general services, medical and social services, agriculture, culture and arts. Every 3rd student
graduates from IT or economics and commerce profiles.
VET at tertiary level
Students typically start tertiary education aged 19 (after upper-secondary general
schools and profiled upper-secondary general schools called lycea), or 20 (after technical
upper secondary schools). Entry criteria to tertiary education is passing the matriculation
exam (a final general education exam at the end of an upper secondary school) and
obtaining upper secondary school-leaving certificate (matura). Tertiary education providers
can decide on other admission criteria, which may include entrance exams, interviews or the
grades achieved at the end of upper-secondary school.
VET at the tertiary level is provided by 3 types of colleges and higher education
institutions.
21 Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2012], Central Statistical Office (GUS), Tab. I (131) p. 237, 238.
20
Teacher training colleges (kolegia nauczycielskie) aim to practically and theoretically
prepare students to become teachers in nursery schools, primary schools, as well as in other
educational, and care and education centres. Colleges are the institutions organised by local
self-government of voivodships, social organisations, natural persons etc. or within the
framework of higher education institutions. The programme lasts 3 years (6 semesters).
Foreign language teacher training colleges (nauczycielskie kolegia języków obcych)
prepare candidates for the teaching profession. Graduates obtain qualifications for teaching
a foreign language in primary, lower and upper secondary schools. The language of
instruction in foreign-language teacher-training colleges is foreign language. The course in
these colleges lasts 3 years and is conducted in a day, evening and weekend cycle.
Graduates may obtain a Bachelor’s title and apply to master’s studies (2nd cycle
programmes) on the basis of agreement on scientific-didactic tutorship. The programme lasts
3 years (6 semesters).
Colleges of social work (kolegia pracowników służb społecznych) educate for the social
worker profession and the organisation of social support. They offer a day, evening or
weekend cycle of education. The programme lasts 3 years (6 semesters).
In 2005 important changes were introduced in higher education as a result of a new
legislative act: the ‘Law on Higher Education'. The act legitimized 3-level system of studies,
and the higher education institutions, depending on their competence, may be academic or
vocational. Both types are entitled to provide first and second level studies as well as uniform
master studies, however, vocational ones are not eligible to offer doctoral studies. First level
studies, 4-year engineer programmes or 3-year bachelor programmes, are focused on
preparing graduates for a particular profession. The essential element of these programmes
is 15 weeks of practical training. The graduates from bachelor and engineer studies are
entitled to continue education at supplementary 2 or 2.5-year master’s courses.
All higher education institutions offering bachelor or engineer studies are obliged to
include teaching standards for particular strands and level of education in their curricula. The
standards indicate subjects of general education, basic subjects and vocational subjects.
Subjects of general education are mandatory for all types of education and should comprise
15-20% of all teaching hours. General education subjects include foreign languages,
physical education and some electives.
In the case of engineer programmes, FEANI (Fédération Européenne d'Associations
Nationales d'ingénieurs) accreditation criteria are recommended. According to them, non-
technical subjects should take up about 10% of all teaching hours, basic subjects – 35% and
technical subjects – 55% of instructional time.
In the 2009/2010 academic year 1 900 000 students were educated in all types of
higher education institutions, in the 2010/2011 academic year 1 841 300 and in the
2011/2012 academic year 1 764 100 students were attending these institutions.22
(22) Mały rocznik statystyczny Polski 2012. [Concise Statistical Yearbook of Poland 2011], Central Statistical Office (GUS), Tab. 16 (146), p. 254.
21
VET for adults
Due to the new reform introduced on 1 September 2012, schools for adults (the same
types as for young people) are recommended to be combined into “centres of vocational and
continuing education”. Such centres should comprise at least one vocational school and
provide qualificational vocational courses and vocational information and guidance.
The qualificational vocational courses were introduced by the Regulation of the
Minister of National Education of 11 January 2012 on continuing education in non-formal
forms as a short way to acquire a separate vocational qualification. Such course is based on
the core curriculum for particular occupation but relates only to one separate qualification.
Completing such a course enables taking an external exam confirming the
qualification. Attending several qualification courses a person can gain a whole set of
qualifications belonging to a particular occupation.
The Regulation of the Minister of National Education of 11 January 2012 on extramural
examinations facilitates access to VET for adults. Due to the new regulation adults can
undertake extramural examinations and receive the certificate of completion of general
education at primary, lower secondary and upper secondary level as it was possible before
2012, but the new regulation provides also the possibility to confirm the basic vocational
education level. A similar posibility is foreseen for those who gained vocational experience at
work or their education at a vocational school and would like to confirm/validate their skills,
requalify or upgrade their qualifications taking extramural vocational exam. The new
regulation is binding since 1 September 2012. The first exams enabling to confirm vocational
qualifications and validating the level of basic vocational education (in general subjects) are
foreseen to take place in 2013.
Adults who need to acquire underdeveloped key competences, according to the
Regulation of the Minister of National Education of 11 January 2012 on continuing education
in out-of-schools forms, will be able to do so through short forms - generic competences
courses offered by public centres/units of continuing education e.g. continuing education
centres (CKU), practical training centres (CKP) since 1 September 2012.
According to the Regulation of the Minister of Labour and Social Policy of 7 April 2009
on vocational preparation of adults they can participate in apprenticeship similarly to young
workers. However, due to their earlier work experience the programmes for adults are
shorter (occupational training lasts 12 to 18 months and training aimed at preparation for
performing a specific job 3 to 6 months).
Institutional framework for VET
Schools and educational estabilishements can be public, non-public or non-public with
the rights/entitlements of a pubic school. A non-public school can obtain the entitlements of
a public school, if it implements the minimum programme as well as applies the principles of
classifying and promoting students as establilished by the Ministry of National Education,
allowing students to obtain state certificate or diplomas. Central administration entities and
22
local authorities can administer public schools only. Primary schools and lower secondary
schools can be public or non-public with the entitlements of a public school only.
Tertiary education can be public and non-public. Non-public higher education
institutions are established on the basis of a permit of the Minister of Science and Higher
Education.
The management and administration of the education system, including the VET
system, has a 4-level structure resulting from the administrative division of the country.
National Level
Educational policy is formulated and implemented centrally at the level of the Ministry
of National Education. The Minister of National Education, by means of regulations and
detailed arrangements, creates a legal framework for functioning of all educational
establishments, including vocational education and training. The Minister co-operates with
other branch ministers supervising vocational schools: the Minister of Culture and National
Heritage (artistic schools), the Minister of Agriculture (agricultural schools) and the Minister
of Environment (forestry schools). The ministry of National Education collaborates also with
other ministries responsible for particular occupations e.g. Ministry of Economy,
Transportation, Health etc. The Minister of National Education approves the textbooks that
can be used in both general and vocational education.
Furthermore, the Minister of National Education supervises the operation of school
superintendents (kuratorzy).
Regional Level
The regional authorities (wojewodztwa) mainly play a co-ordinating role: they supervise
the implementation of national policy and provide pedagogical supervision. The
representative of the educational authority at this level is a school superintendent (kurator),
who is appointed by the head of the regional government (wojewoda). The regional
authorities also run schools and educational establishments of regional significance,
including schools for medical staff and social workers, public establishments for teacher
training and development, as well as teachers' libraries.
District Level
The district authorities (powiaty) and their heads (starosta) are in charge of managing
upper secondary education (including vocational education), post-secondary schools and
special schools (primary and secondary), sports schools and schools of sports mastery,
practical and continuing education centres, psychological and pedagogical centres.
Local Level
In Poland, the local level is the municipality (gmina). All kindergartens, primary schools
and lower secondary schools (gymnasium) are run by local governments.
23
School Level
The headmaster of a school or educational establishment, elected in a competition for
a 5-year period, approves curricula, provides pedagogical supervision, hires and dismisses
personnel, and manages the school budget. Headmasters have autonomy in concluding
cooperation of their schools with industry and business in order to organize practical training
or teachers’ development, modernize curricular content or school equipment but do this in
cooperation with local/regional authorities.
Financing of VET
The system of financing education in Poland is underpinned by the principle of free
education for children and youth up to 18 years of age in all types of public schools,
enshrined in the Constitution.
Regulations governing the financing of public schools, including all types of vocational
schools, as well as public education and training institutions (such as continuing education
centres, practical training centres and further education centres) are laid down in the Act on
the education system (Ustawa o systemie oświaty) of 1991 (as amended) and other
legislative acts relating to public finance, revenues of local government units (LGU) and
regional development. The budget allocation for all types of educational activities, including
vocational training, is defined annually in the Budget Act.
District government units (powiat) are responsible for financing initial vocational
education and training schools. In most cases, tuition fees are the main source of financing
in non-public schools, although such schools may also apply for subsidies from DGU
budgets on the condition that the funds received are expended solely on the school’s current
expenses23. Due to the lack of data showing the scale of private spending on non-public
vocational schools, this analysis concerns only DGU expenditures. However, it should be
added that the number of students attending non-public IVET schools is marginal24;
therefore, it may be assumed that the volume of DGU co-financing shows a true picture of
IVET financing in Poland.
District government units finance vocational education from the following sources: their
own revenues25, the general subsidy and grants. The general subsidy is the most important.
23 It should be stressed that all students are entitled to financial support irrespective of the type of school they attend (that is, students in a difficult financial condition and those who are highly successful academically). 24 In the 2009/2010 school year, public schools accounted for 93.9% of vocational schools for youth (excluding special schools), non-public schools with rights accorded to public schools – 6.05%, non-public schools – 0.05% (GUS 2010). 25 The most significant are the revenues from Personal Income Tax (PIT) and Corporate Income Tax (CIT), as well as from the district assets.
24
Its major portion concerning education (known as the education subsidy) is earmarked for
the financing of DGU tasks stipulated in the Act on the education system26 and depends on
individual type of school, different groups of students of schools operating in the area of a
given local government (e.g. blind and visually impaired students, students from ethnic
minorities or from schools located in rural areas). As of 2000, a separate weight has been
introduced for vocational school students in apprenticeship training, students of specialised
secondary schools and students of special schools offering training to perform a specific job.
According to the publication “Education in 2010/2011 school year” public expenditure
on education in 2010 (both state budget and local government units) amounted to 56 billion
polish zloty (approx. 12.7 billon EUR)27 which accounted for 4% of GDP. The educational
portion of the general subsidy transferred to schools via local government units amounted to
35 billion Polish zloty (i.e. 8 billion EUR approx.). Apart from these subsidies the state budget
allocated 2.1 billion Polish zloty (approx. 477 million EUR) on education and other
educational establishments28.
Teachers
Types of teachers and trainers
Teachers and academic teachers, distinguished in the legislation as separate
categories, work within the education system and provide both initial and continuing
education. Teachers work in institutions which provide training below the higher education
level, and academic teachers in higher education institutions.
Teachers whose primary responsibility is related to the teaching in a classroom
include:
general subject teachers or college teachers;
theoretical vocational subject teachers;
practical vocational training teachers.
Moreover, there are four categories of teachers performing the role of learning
facilitators:
teachers-pedagogues who provide educational support to students;
teachers-psychologists who provide psychological support to students, teachers and
parents;
26 Prior to 2003, a fixed part of the anticipated State revenues (12.8%) was earmarked for the education subsidy. As of 2004, the amount of the education subsidy cannot be lower than it was in the previous fiscal year. In 2010, expenditure on education and development accounted for ca. 30% of all local government expenses (and amounted to EUR 11 489.5 million). Cf. IBE (2011a), MF (2011), BDL GUS. It should be stressed that local governments themselves decide what portion of the education subsidy will be spent on education.
27 All expenditures referred to in the text have been converted using the NBP exchange rate as at 24.10.2011, where EUR 1 = PLN 4.3934. 28 “Oświata i wychowanie w roku szkolnym 2010/2011” (Education in 2010/2011 school year), GUS 2012, http://www.stat.gov.pl.
25
teachers-methodological advisers who provide support to teachers and school teaching
councils;
teachers-consultants who develop teaching materials, design and deliver in-service
training courses for teachers and education managers, etc.
Advisers and consultants may be either the primary role or an additional role of
teachers.
Academic teachers are divided into five categories according to their responsibilities:
research and teaching staff, teaching staff, research staff, and qualified librarians, qualified
scientific documentation and information staff. However, only the first two categories are
involved in teaching.
Trainers are not distinguished as a distinct occupational category. Trainers may
include:
practical vocational training instructors who, as defined in the legislation, are employees,
employers or private farm owners providing practical vocational training as part of IVET
and CVET at the workplace or in a farm;
trainers-specialists who, while not defined in the legislation, may include various groups
of practitioners providing training as their primary or additional activity, mainly as part of
CVET outside the education system.
Qualification requirements
In terms of qualification requirements, there is no distinction between teachers,
academic teachers, practical vocational training instructors and trainers-specialists working
in initial and continuing vocational education thus entry requirements, pre-service and in-
service arrangements for a given category of practitioners in continuing education are the
same as for those working in initial education.
Teachers must have a specific level of subject/occupational qualifications, depending
on the level and/or type of training to be provided and pedagogical qualifications.
Academic teachers are not required to hold pedagogical qualifications, and there are
no general qualification requirements applicable to all academic teachers. Additional
requirements may be laid down in the statutes of individual higher education institutions.
Teachers-methodological advisers and teachers-consultants, involved only in
continuing education as teacher trainers are required to:
hold a master’s degree and a pedagogical qualification;
have obtained the professional promotion grade of appointed teacher or chartered
teacher (the third and fourth grade, respectively, in the four-grade promotion system);
have at least five-year of experience in teaching.
Thus prospective advisers and consultants first complete pre-service training
necessary to become teachers, following one of the training paths outlined above, and take
26
on their roles only in the course of their professional career. Although no specific training is
required, many prospective advisers and consultants take training courses for teachers
working with adult learners. In-service training for advisers and consultants is organised in
the same way as for other teachers, but there are also courses addressing specifically this
group.
Practical vocational training instructors must hold specific occupational qualifications,
which do not depend, however, on the level of training provided, and a pedagogical
qualification.
Trainers-specialists are only required by the legislation to have occupational
qualifications which are appropriate for the type of training provided. Specific requirements
are laid down by individual VET providers.
2.3. Other forms of training
In Poland different training providers offer various forms of training, apart from these of
formal nature: vocational improvement training sessions, courses, seminars, lectures, and
workshops. The basic aim of the aforementioned kinds of trainings is the improvement of
actual professional skills or the achievement of new skills in order to be more competitive on
the market.
Training sessions offered by Labour Offices
In Poland, one of the main institutions involved in the organisation of such additional
training is the Labour office (Urząd Pracy – UP). The Labour offices are municipal, regional
and local and they organise training. The target groups of such training includes employees
who want to improve their skills, the unemployed, both long-term as those who actively
search for a job, the disabled, prisoners, elderly people and others vulnerable threatened by
exclusion in the labour market. Among the different courses and training sessions offered by
UPs, it is necessary to distinguish between individual training sessions, group training
sessions (both for the unemployed and the disabled) and training directed to employees. The
costs of training sessions are covered by the Labour offices which get funds from the Labour
fund (Fundusz pracy) every year. The schedule of group training sessions is established at
the beginning of every year. The number and the date of the realisation of planned training
sessions depend on the funds obtained by UPs. In 2011, 54 000 unemployed were directed
to vocational training sessions and it was the lowest number of participants for 10 years.
Comparing to 2010, there was a decrease of 70.5%. The reason was that in 2011 limited
funds in comparison with 2010 were planned for vocational training sessions due to a difficult
situation in the Polish economy29. Most of participants were sent to take part in group
vocational training sessions. The dominant age group participating in such training sessions
was 25-34 year olds (30%). Analysing the educational level of trainees who completed the
training, the most numerous group consisted of people with post-secondary (3.7%; in 2010 –
29 Ministry of Labour and Social Policy, 2011
27
12.3%) and general education level (3.7%; in 2010 – 12.9%) and university education level
(3.6%; in 2010 – 12.9%), however during the last five years the participation in training of
people from these groups has decreased. Taking into account the structure of participants,
the participation of long-term unemployed amounted to 2.2% (in 2010 – 7.5%), the disabled
– 3.2% (in 2010 – 7.3%), above 45 years old – 2.4% (in 2010 – 6.8%). In 2011 vocational
training sessions were terminated by 3.5% of men (in 2010 – 10.7%) and 2.1% of women (in
2010 – 7.5%).
In 2011 prisoners had a chance to supplement their education on courses organised by
penitentiary units. Training was mainly directed to adult prisoners with no vocational skills or
who required re-qualifications and to prisoners who ended to their sentence. Training aimed
at the improvement of their chances in the labour market. Sessions were organised in
cooperation with UPs. The scope of training sessions was adjusted to the needs of the local
market requirements. In 2011 there were 1 104 courses organised for prisoners (in 2010 –
1 172 training sessions). There were 12 808 participants of such courses (in 2010 – 13 291),
among which 12 547 finished courses (in 2010 – 13 012) (Ministry of Justice, 2011).
In 2011 UPs also commissioned the realisation of the vocational training to 5 683 of
training providers, who organised 18 984 training courses. In comparison with 2010, the
cooperation of the training providers with UPs decreased strongly and the number of
contracted trainings decreased by c.a. 63%. The providers of trainings commissioned by
UPs included: natural persons, associations, legal entities, centres of vocational
improvement. UPs also get funds for training sessions from the Human Capital Operational
Programme, especially within Priority VI (improvement training sessions organised for the
unemployed, mainly for people who are long-term unemployed or people who actively search
for a job, women, elderly people, people from rural areas and young people who enter the
labour market).
Training sessions offered by vocational education centres
Other state institutions, which offer different forms of vocational training (apart from the
formal training) are: centres for continuing education (centrum kształcenia ustawicznego),
centres for practical education (centrum kształcenia praktycznego) and centres for education
and improvement (ośrodek dokształcenia i doskonalenia zawodowego). Their cooperation
with the UPs within the organisation of trainings for the unemployed is relatively low. In 2011,
there were 2.4% of such institutions organising the training (in 2010 – 3.3%). However, it is
expected that the changes introduced in 2011 in the Education Law will cause the
improvement of the above numbers.
Training sessions offered by centres for continuing education include among others,
vocational courses for qualifications (kwalifikacyjny kurs zawodowy) which offer
preparation to take vocational exam(s) and obtain vocational qualifications after passing
exams. The participant obtains a certificate of the termination of a course which gives the
possibility to take up an external exam conducted by the district exam commission
(okręgowa komisja egzaminacyjna). Centres offer courses in traditional or e-learning
formulas. All courses are free of charge. Still, the participants may cover some costs, e.g. the
28
cost of materials. These courses are financed directly from the state or from the European
programmes, among others, the Human Capital Operational Programme.
Centres for practical education aim at the organisation of vocational training sessions
within the practical preparation of youth and adults. Such trainings are commissioned by
schools and other institutions, e.g. UPs and they are financed from the budget of the district
government and from own funds of the centre. In 2011 centres for continuing education and
centres for practical education organised training sessions on the commission of Labour
offices for 1 656 people (in 2010 – for 5 885 people).
Centres for education and improvement organise courses for young employees and
adults in accordance to the needs of the local labour market. The centres also organise
education for students of basic vocational schools within theoretical vocational subjects in
order to prepare students to take up an exam for a craftsman. In 2011 the centres organised
training for 4 517 people (in 2010 – for 17 833 people), which were commissioned by Labour
offices.
Labour offices also commissioned the organisation of vocational training to R&D
institutions (in 2011 – 84, in 2010 – 368 trained people), universities (in 2011 – 209, in 2010
– 425 trained people), associations (in 2011 – 7 903, in 2010 – 23 086 trained people),
natural persons (in 2011 – 8 083, in 2010 – 20 327 trained people), enterprises (in 2011 –
302, in 2010 – 638 trained people), training and rehabilitation centres (in 2011 – 21, in 2010
– 10 trained people) and other institutions (in 2011 – 31 483, in 2010 – 113 151 trained
people).
In Poland there are also centres for vocational improvement (zakłady doskonalenia
zawodowego), which are kind of associations or other legal entities conducting educational
activity within vocational education mainly in crafts (courses, trainings for vocational
improvement, special courses undertaken within the funds of the Human Capital Operational
Programme and courses for teachers).
Vocational training offered by the Polish Agency for Enterprise Development
Different kinds of training, mainly for employers and employees are offered by the
Polish Agency for Enterprise Development (funded from European resources). However, it
seems that such forms of vocational improvement are not popular particularly among
employers.
In 2009 there were 82 000 employers who applied for training refunds for 285 000
employees (the total number of employees 12.4 million) in comparison with 2011, when the
low level of the engagement of entrepreneurs in organising such training for employees was
perceived, which arises from the fact that such support is given from the public funds. The
number of enterprises organising the trainings decreased from 70-84 in the last five years to
57 in 2011. The most popular trainings organised by employers for their employees were
compulsory industrial safety courses.
29
Vocational training offered by employers
Employers can improve qualifications of employees by supporting their education in
secondary schools, post-diploma universities and in the form of short courses, e.g. technical
courses related to the profession of an employee. In 2010 only 54% of employers trained
their employees (Polish Agency for Enterprise Development, 2011). Most of these
enterprises were state institutions (89%). Employers mostly invested in technical vocational
training related to the construction and industry sector (20%), industrial safety, law and
marketing (17%).
Other institutions offering vocational training sessions
Apart from the aforementioned institutions, other bodies, e.g. private schools or private
natural persons offer vocational training sessions, courses and workshops. Financing for
such activities comes from European resources, but many courses have to be fully paid by
the participants. Correspondence courses are also offered. The topics of such courses
include among others: vocational improvement related to different professions, accountancy,
gardening etc. Many e-learning courses are offered by universities. There is even one
university which offers not only courses, but also formal education in e-learning.
The educational offer for elderly people is also broad. The most popular educational
form is the participation in training organised by the University of the third age. Such
universities offer activities aiming at improving knowledge and development of interests.
Currently, there are more than 360 kinds of universities. Among the types of the Universities
of the third age we can indicate these under the patronage of universities and those created
by the associations. Their educational offer includes: lectures, seminars, some kind of
vocational courses (e.g. photography, marketing, art activities). Financing of the Universities
of the Third Age comes from different sources: member fees, co-financing from district
government, sponsoring, grants.
Training can be also taken up at the Universities of the second age, which started to
appear and which offer general as well as vocational courses, e.g. accounting, photography,
etc. The Universities of the second age target people between 35-55.
Different training sessions are also organised in senior clubs, most often created at the
libraries, community centres, district clubs or churches. The topics of training sessions often
concern art and handicraft activities. Training can be free of charge, if it is financed from
European programmes (e.g. Leonardo da Vinci programme), or paid by participants
(members of such clubs often pay a yearly fee that covers the participation in such activities).
District clubs and community centres also offer some kinds of training for different
target groups, e.g. youth, elderly people, the disabled. Activities are free of charge if they are
sponsored from the EU resources.
European Union resources can be used for training especially from the Lifelong
Learning Programme which offers many forms of training, both for young people and adults.
30
Especially in Leonardo da Vinci programme, which is directed mainly to people threatened
by social exclusion.
To sum up, in Poland there are about 10 000 training institutions. Private and
vocational counselling institutions are dominant and cover 83% of the market. Mostly they
are micro (43%) and small (43%) institutions, seldom medium (12%) and very big (2%). Half
of the institutions organised training sessions with the use of European Union funds and 60%
of training providers are going to apply for such funds in the future. Most of institutions
organise vocational training for individual and groups. Individuals are mainly interested in
transport and specialised IT skills training sessions. The most popular educational form of
training is the participation in traditional courses and trainings, however more and more
institutions offer e-learning and coaching (25%) with such courses as e.g. entitlement for
drivers.
In 2011 20% of people between 18-64 (ca. 5 million) took up any kind of education.
14% of people took part in courses and trainings. The market within non-formal education
included 3.4 million of clients. Only 12% of people self-educated (2.8 million people). There
is no change in comparison with 2010.
Employees took up education more often (18%), whereas only 12% of the unemployed
took up any education. The most popular form of training was traditional training (67% of
participants) and trainings in the workplace (20%). More than half of training for employees
were fully financed by employers, 20% were financed by the participants and other
institutions.
31
CHAPTER 3
3. Shaping VET qualifications
3.1 Relations between occupational standards, educational standards, core curricula and school programmes
The basis for designing the educational offer in the formal VET sector in Poland is
defined at the central level by three decrees issued by the Ministry of National Education
concerning: the classification of occupations for vocational education (COVE); the core
curriculum for vocational education (CCVE) and the core curriculum for general education
(CCGE).
The COVE includes the list of ‘occupations’ (i.e. compound qualifications), in which
schools can provide education and training. Within the specific occupations, qualifications
are distinguished. Each occupation can be made up of either one, two or three qualifications.
Altogether COVE includes 200 occupations which encompass 251 qualifications. Fig. 1
presents the relation between occupation and qualifications. Each qualification covers
specific sets of learning outcomes, expressed in terms of knowledge, occupational skills and
personal and social competence and is externally validated.
Figure 1. Distinguishing qualifications within the occupations defined in the classification of occupations for vocational education (COVE) at the example of the occupation of electrical technician.
*In occupation (i.e. compound qualification) electrical technician, in COVE, three partial qualifications are distinguished: (1) assembly and maintenance of electrical machinery and equipment; (2) assembly and maintenance of electrical installations; (3) operation of electrical machinery, equipment and installations.
Source: ReferNet Poland.
OCCUPATION (e.g. electrical technician*) distinguished in COVE consisting of one, two or three partial
qualifications
1. qualification distinguished in an occupation externally
validated (assembly and maintenance of electrical
machinery and equipment)
2. qualification distinguished in
an occupation ‐
externally validated (assembly and maintenance of electrical
installations)
3. qualification distinguished in an occupation - externally validated
operation of electrical machinery, equipment and installations
32
The structure of the COVE and the occupations enlisted therein has been in line with
the occupations and the structure of the Polish Classification of Occupations and
Specialization (COZ)30, developed on the basis of ISCO-08, since 2012. The classification is
used by the Central Statistical Office in its labour market research, as well as by public
employment services in the regional labour market. The recent integration of the two
classifications is beneficial, since it enables designing vocational programmes based on the
direct use of the information provided by the public employment services, regional labour
market observatories and the Central Statistical Office (cf. Gruza 2012).
The CCVE determines the learning outcomes to be obtained by a person taking the
vocational education and training, and the CCGE determines the learning outcomes related
to the general education component and key competences which both (general and
vocational) are provided by VET schools.31 The decision on opening education for a
particular qualification (described in the COVE) is made by the school principal upon
receiving the opinion from Regional and Local Employment Councils. Thus, the classification
of school occupations forms a certain kind of ‘menu’ for making choices which occupations to
provide for the local and regional labour market.
Teaching programs are also developed at the school level. The school principal is
responsible for incorporating the learning outcomes and the organisational requirements
provided for by the relevant core curriculum in the set of teaching programmes. Learning
outcomes have been specified for the qualifications distinguished within the occupations,
they also serve as examination requirements. The core curriculum for vocational education
also sets forth the conditions for implementing practical training (e.g. as for equipment). The
interdependencies between the COVE, the COZ, as well as core curricula and the teaching
programmes are presented in Fig. 2.
30 It shall be added, however, that the description of occupational tasks listed in the COZ is of limited use in the context of development of core curricula and teaching programs although now work is being conducted to modernise them. 31 For secondary technical schools, it also defines the learning outcomes that must be achieved by a person taking the qualification of the matura certificate.
33
Figure 2. Interrelations between the Polish Classification of Occupations and Specialization (COZ) the classification of occupations for vocational education (COVE); the core curriculum for vocational education (CCVE), the core curriculum for general education (CCGE) and the teaching program.
Source: ReferNet Poland elaboration based on Gruza 2012.
Since 2012 a modernised version of the COVE has been in force and a new CCVE is
being implemented. Introduction of changes to the documents fits the broader context of
changes to the structure and contents of vocational education in Poland, adjusting it to the
labour market changes and reforms recommended at the European level, related to the
Copenhagen Process, ECVET and EQAVET recommendations. The developments are also
an element of the actions aimed at modernisations of the Polish qualifications system, the
central element of which shall be the Polish Qualifications Framework (see Chłoń-
Domińczak, Dębowski, Sławiński 2011).
3.2 Match between labour market needs and VET provision
The institutional and legal solutions adopted in the Polish formal VET system have
been planned to respond to the requirements posed by the modern labour market by
ensuring communication with the employers and employees organisations. That channel of
exchange of information is used both at the central level (when defining the educational
standards, core curricula and quality assurance principles) and at the local level (when
designing the teaching programs by VET schools).
COVE
Occupations (200 occupations described in COVE)
CCVECCVE defines learning outcomes
for each qualification distinguished
in the occupation
Teaching program School principal chooses the occupation provided
in school and defines teaching program based on
CCVE and CCGE
qualifications
distinguished in occupations (251 partial qualifications)
STRUCTURE
CCGE CCGE defines learning outcomes
related to the general component
and key competences provided by
VET schools
COZISCO‐082
STRUCTURE
Occupations
STRUCTURE
Labour market research
34
Educational standards
The COVE is developed by the Minister of Education in cooperation with the ministers
responsible for the other areas of economy. To anticipate labour market needs at the
development stage, the COVE is subject to consultations with representatives of employers.
Employers can also submit applications for entering a new occupation into the COVE.
The mode of entering occupations to the COVE is determined by the Act on the
education system. The minister responsible for a given sector of economy submits the
proposal to incorporate an occupation in the classification. Professional associations,
economic self-governments and other economic organisations may submit their own
proposals to establish a new occupation. To do so, they need to submit an application to the
minister responsible for a given sector of economy. The minister prepares the proposal,
which includes a description of the occupation with a set of occupational skills, justification of
the need to train in the occupation, the name and place of the occupation in a given group of
the classification of occupations and specialisations (COZ), documentation on the demand of
the labour market for that occupation and the opinion of the central representative
organisation of employers. After the proposal has been approved, the Minister of Education
enters the occupation into the COVE, and at the same time appoints a working group to
design the core curriculum for training in that occupation. The group contacts the institution
which submitted the proposal of a new occupation to determine the learning outcomes, as
well undertakes consultations with other experts in the field. It is assumed that this procedure
of introducing a new occupation in the classification will guarantee that the developments of
the labour market are followed and the COVE is adequate for the employers’ needs.
The decision on which occupation shall be offered by a given VET school is made by
the school principal in agreement with the local authorities (poviat government). To ensure
adequacy to the needs of the labour market, the decision of the principal must be made after
asking the local (poviat) or regional (voivodeship) employment council for opinion concerning
compliance with regional labour market needs. The employment councils are advisory
bodies to local or regional labour offices32. The new occupations, which are to be offered by
a given school, are first approved by the local board and then the education superintendent’s
office (kurator oświaty).
32 The Voivodeship Employment Council comprises people appointed by the Marshall of the Voivodeship from the following institutions operating on the territory of the voivodeship: (1) the voivodeship structures of each representative organisation of trade unions; (2) voivodeship structures of each representative organisation of employers; (3) social and professional organisations of farmers and agricultural chambers; (4) non-governmental organisations which deal with labour market issues according to their statutes, (5) representatives of the world of science – delegated by the Committee on Labour and Social Policy Sciences at the Polish Academy of Sciences; (6) representative of the voivode.
35
New core curriculum for vocational education
Vocational education is provided on the basis of:
core curriculum for general education;33
core curriculum for vocational education, which is binding in vocational schools
providing training in the occupations defined in the classification of occupations for
vocational education.
Implemented since September 2012, the CCVE is aimed at improvement of the link
between vocational education and training offer and labour market needs. It has been
developed as a result of the project implemented by the National Centre for Supporting
Vocational and Continuing Education (NCSVCE) “Improvement of core curricula as the key
for modernisation of vocational education” under the supervision of the Ministry of National
Education. Under the project, broad consultations were carried out with representatives of
employers’ organisations, representatives of the world of science, experts on occupations,
employers’ representatives of the Central Examination Board and regional examination
boards, vocational school teachers. The work on new core curriculum involved around 600
people (authors and reviewers), including 271 employers and representatives of higher
education institutions.
The new core curriculum is also important for promotion of vocational education for
adults interested in obtaining additional qualifications for the purpose of retraining. It results
from the fact that distinguishing qualifications in an occupation provides the foundation for
making the process of vocational education flexible and more open to persons who achieved
their professional competences through non-formal and informal learning (see section
below). In the event of demand for a specific qualification emerging on the labour market, the
provision of the qualification will take much less time. In the context of the previously valid
core curriculum, training an appropriate specialist required completion of a whole educational
cycle in a given occupation, in a basic vocational school (2 or 3 years of study) or a
secondary vocational school (4 years of study). As a consequence, in view of the dynamic
developments in the economy, such a situation caused a mismatch between the educational
offer of vocational schools and the labour market demand.
Validation of non-formal and informal learning
As of 1 September 201234, learning outcomes attained outside of schools can be
confirmed by the validation arrangements. Previously, persons who acquired vocational skills
through informal learning, i.e. at an employer, were unable to validate their learning
outcomes by taking examinations organised by regional examination boards (OKE).
33 The core curriculum for general education is binding for all kindergartens, primary schools, lower secondary schools and upper secondary schools. 34 Ustawa z dnia 19 sierpnia 2011 r. o zmianie ustawy o systemie oświaty oraz niektórych innych ustaw [Act of
19th of August 2011 on changes in the Act of educational system and other acts] Journal no 205, pos. 1206.
36
At present, the educational law sets forth that people who are over 18 years old35 may
take extramural external examinations, carried out by regional examination boards. After
successful passing the examinations, learners may obtain a certificate of completion of a
given type of school and/or the vocational qualification acquired in that school (see Figure 3).
Figure 3. Acquiring vocational qualification certificates confirming qualification in an occupation and diploma confirming vocational qualifications
Source: IBE.
3.3 Quality assurance in VET
Quality standards for vocational education are being developed. They include quality
standards for the work of the school/institution providing vocational education and quality
standards for the educational process of preparation of a student for an occupation. These
are presented in a comprehensive document covering all aspects of vocational education
and training categorised into ten thematic areas. These standards are one of the ways in
which Poland is implementing the EQAVET European reference framework for quality
assurance in vocational training.
Significance of core curricula in the qualification quality assurance system
The core curricula of general education and vocational education describe the
requirements for skills, competences and knowledge expected from graduates in terms of
learning outcomes. Teaching programmes are developed by schools. The school principal is
35 Detailed conditions that need to be met by people taking extramural examinations depend on the type of examination.
+++
Acquiring the qualification outside of school
Acquiring the qualification in school
1. Vocational qualification certificate
2. Vocational qualification certificate
3. Vocational qualification certificate
Occupation (Vocational qualification
diploma)
Vocational examination Vocational
examination Vocational
examination
Certificate of completing the
appropriate type of VET school or of having passed an extramural exam
Extramural examination
Vocational examination Vocational
examination Vocational examination
37
responsible for incorporating the relevant core curriculum in the teaching programmes. The
functioning system of pedagogical supervision in schools and the external examination
system use core curricula as the fundamental criterion to assess work quality in schools and
the learning outcomes achieved by children and youth.
The system of pedagogical supervision
Pedagogical supervision serves to ensure the quality of teaching and the quality of
qualifications awarded by schools (including VET schools).
This supervision is based on:
evaluating the status and conditions of didactic, developmental and care activities
carried out by schools and teachers;
analysing and evaluating the outcomes of didactic as well as other statutory activities
of schools;
providing assistance to schools, and teachers in their work of teaching, child
development and pupil care;
inspiring teachers to undertake innovative pedagogical, methodological and
organisational activities.
The Superintendent of Education (Kurator oświaty) supervises education in schools in
a region. The Superintendent prepares an annual report on the results of educational
supervision and presents it to the Minister responsible for education. Superintendents also
support school principals and teachers in improving the quality of education.
The system of external examinations
The system of external examinations is a key element for ensuring and improving the
quality of education and qualifications acquired in schools. The Central Examination Board
(CKE) and eight regional examination boards (OKE) are responsible for organising external
examinations. The external examination system is supervised by the Minister of Education.
In the external examination system, all examinees solve the same problems to verify
whether they have achieved the learning outcomes defined in the core curriculum. Exam
results are rendered anonymous and assessed according to uniform criteria for the entire
country. Trained examiners registered at the regional examination boards assess exam
results.
The examination consists of a written part (conducted in the form of a test) and a
practical part. The exams are conducted only in centres possessing the necessary
infrastructure to carry out the practical part of the examination. The practical part may be
assessed by practitioners working in the field in which the exam is conducted.
38
School information system
The collection and dissemination of information on the formal general and vocational
education system by the School information system (SIO) is an important element in
assuring the quality of qualifications in Poland.36 The SIO is a tool for improving the
effectiveness of managing education at the national, regional, local and school levels. The
ability to easily access (on-line) data configured according to the needs of educational policy
makers creates opportunities to make informed decisions on the various functional aspects
of the school, which in many cases directly impact the quality of the educational process, and
as follows, the quality of the qualifications obtained in the school system.
The School information system is maintained in electronic form and uses the internet to
provide information collected under the terms of a legal act. Each user group has access to
its relevant part of the data base. Some information is available to the public. The system
has been implemented in this form since 2012.
3.4 Challenges
The current changes in Poland in the area of vocational education and training are an
element of the national development strategy for the next years. They also fit the broader
context of reforms recommended in Europe and related to building the competitiveness of
economy and strengthening social cohesion. Both at the central level, when defining the
COVE and core curricula and at the local level when designing teaching programs by VET
schools, certain mechanisms have been designed to anticipate labour market needs. It does
not mean, however, that the scope of activities is sufficiently broad and all procedures are
efficient. In this area, several challenges related to the Polish VET can be brought to
attention.
As was described in the above sections, the basic channel used to anticipate labour
market needs at the central level is consultation with employers or employers’ organisations.
There is no functioning system of comprehensive and cyclic surveys of labour demand
comprising both components of qualitative and quantitative research.
Another problem is the fact that central employers’ organisations are relatively weak
and dispersed in Poland (four organisations function at the central level, which jointly
represent enterprises employing only around 40% of employees) and they rarely show high
interest in shaping the vocational education policy or do not have adequate resources. In
many countries, the social dialogue at the central level between employers, trade unions and
the government contributes to better adjustment of the VET provision to labour market
needs. In Poland, the dialogue at the central and regional level infrequently focuses (for
which responsibility is borne by both the social partners and the government) around the
problems of adjustment of competences to the needs of the evolving economic situation (cf.
Bukowski, Dębowski 2011).
36 See the Act of 15 April 2011 on the school information system (Journal of Laws 2011, No. 139 item 814).
39
In addition, social partners can only give their opinions rather than make decisions, and
they do not have the veto power with respect to solutions proposed by the government.
At the local level, beside the insufficiency of information on the labour market situation,
in particular with reference to the ‘surplus’ and ‘scarce’ occupations (which is primarily
related to the low predictive value of analyses prepared by public employment services),
weak cooperation between schools and labour offices and other labour market institutions
has been identified (cf. Jeruszka 2012). Also the involvement of employers in development of
school teaching programmes and organisation of internships is limited, which results from
both organisational weakness of employers and, in many cases, low awareness of the long-
term return from this kind of investments, as well as relatively low financial incentives
provided by the state to promote such cooperation (Dębowski, Lis, Pogorzelski 2010).
Several studies reveal (cf. Jeruszka 2012; Chlon-Domińczak, Holzer 2012) that a small
proportion of school principals gather information on the future and situation of their
graduates, and few of those who obtain such information take them into account when
making decisions on the structure of instruction. School principals are not obliged under the
law to examine the labour market situation both at the regional and national level. The
opinions of the district employment councils are only of supportive nature. Vocational schools
are under no legal obligation to monitor the professional careers of their graduates either.
Another problem that increases the scale of mismatch of vocational education to labour
market demand is the method of financing vocational education. Inadequate reflection on
the costs of vocational education of students from the education subsidy (related to the
development of competence for a specific occupation) often makes local governments
decide on running vocational schools that require the lowest financial expenditure, despite
lack of demand for the qualifications (cf. Herbst, Herczyński, Levitas 2009, Dębowski Ziewiec
2011). In other words local governments run schools that are cheap in maintaining not the
ones that are really needed in the market.
40
CHAPTER 4
4. Promoting participation in vocational education and training The reform of vocational education37 implements the new approach to VET. The reform
introduced changes in the organisation of didactic process in basic, upper-secondary and
post-secondary VET schools, as well as changes in learning content and the form of the
exams. The aim of the new reform is to enable people to supplement education and to be
more competitive on the labour market.
Apart from legal changes, the participation in vocational education and training in
Poland is promoted in different ways that are of a financial and a motivational nature.
Incentives of financial nature include among others: the support of different political
structures for vocational education and training such as loans, vouchers etc. Incentives of
motivational nature mainly include guidance and vocational counselling and legal
conveniences linked to VET.
4.1 Financial incentives
Vocational training organised by Labour Offices
The Labour Fund38 is an important mechanism for transferring state support within
vocational educational and training. The Labour Fund promotes participation in VET by
granting resources for vocational training initiatives. The grants of the Labour Fund are
obtained by interested people through the Labour offices (Urząd Pracy - UP). UPs promote
VET by granting both, group as well as individual, vocational training. The content of training
is indicated by UPs every year and the number of training sessions depends on the funds
obtained from the Labour Fund. Training is mainly directed to unemployed people. The
participants of group training have a right to receive a training grant that amounts to 120% of
the unemployment benefit, but the condition is that the number of training hours is not less
than 150 hours per month. The cost of the individual training cannot exceed 300% of
average monthly salary in the country. In 2011, UPs provided ca. 54 000 people with the
aforementioned types of training, which compared to the previous year (2010) was a
decrease of 70.5% (Ministry of Labour and Social Policy, 2011). Since 2010 most of the
clients of the UPs – c.a. 80% – were directed to group training. In 2011, the participation in
group training decreased by c.a. 67% and UPs preferred to direct the unemployed to
individual training sessions. As a result, between 29-75% of participants of these training
pathways found employment in 2011.
37 Act of 19th of August 2011 on changes of the Act on the educational system, introduced on 1st of September 2012. 38 The Labour Fund - Fundusz Pracy - is a state-special purpose fund which operates under the Act of 20th of April 2004 on promoting employment and labour market institutions.
41
The financing rules for training disabled people are similar to those that apply to the
unemployed. However, in 2011, only 6% of the disabled were participating in individual or
group trainings, whereas in 2010 this only was 4%.
Finally, UPs, on the request of the unemployed, can cover the costs of exams and thus
help them achieve certificates, diplomas, other professional entitlements or professional
titles. They can also cover the costs of licences necessary for undertaking a profession, if it
is useful. However, such financial help can be granted for once a year only. UPs also support
the organisation of a vocational training for employees, but only on the request from
entrepreneurs (the condition of obtaining such support is that the entrepreneur must have a
special training fund in his/her enterprise). Up to 50% of the training costs can be refunded
from the Labour Fund, but not more than the amount of the average monthly salary. In the
case of people aged 45 and over, the refund limit is 80% of training costs, but not more than
300% of the average salary. In comparison with 2010, the number of employees, for whom
the employers obtained the funds, decreased 10 times. In 2011 there were only 8 employers
whose expenditure on personal training was refunded and 43 employees who started the
training and whose employers received the refund for the training.
UPs also fund apprenticeship organised in enterprises. After the amendment of the Act
on promotion of employment and institutions of labour market in 200939, apprenticeships are
available for all groups of the unemployed, not only for young people as was the case in
previous years. In 2011, 101 600 people up to 25 years old terminated the apprenticeship
(24%). The number of people directed to the apprenticeship decreased by 63% compared to
2010. In 2011 the probability of employment after the termination of apprenticeship and
vocational preparation increased by 10% and 6% compared to 2010. The likelihood of
employment after termination of apprenticeship was 53%, and after the termination of
vocational preparation 42%.
The European funds help to co-fund vocational trainings, courses, vocational
apprenticeships and other projects whose aim is to improve the Polish labour market. The
training offer is directed to the representatives of small, medium and big enterprises as well
as individual people.
Loans
Apart from directly funding vocational training, the UPs offer the unemployed loans for
financing training costs. The funding is up to 400% of the average monthly salary. The loan
is to enable people to take up or keep the employment. There is no interest on the loan and
the time of the repayment cannot exceed 18 months. However, in 2011 only 17 people
obtained this kind of support. UPs also support the funding of post-graduate studies and the
costs of exams. It is possible to finance studies up to 100% of the costs, but the amount
cannot exceed more than 300% of the average monthly salary. During the participation in
studies, the unemployed have a right to obtain a grant that amounts to 20% of the
39 Act of 20th of April 2004 on promotion of the employment and institutions of the labour market
42
unemployment benefit. In 2011, 2 001 people completed post-graduate studies, however this
was six times lower than in 2010.
It is also possible to apply for a student’s loan40. The only restriction is that at the time
of application the student cannot be older than 25. The loan is granted for the whole period
of study. Repayment starts two years after graduating. During the twelve years of the
functioning of students’ loans, the banks gave them to 350 000 students. In the academic
year 2010/2011 the banks got 24 246 credit applications and 99.4% fulfilled the required
criteria. The most interested students were from universities (35.8%), technical universities
(21.2%) and non-public schools (16%).
Vouchers
In Poland there was no voucher system, but there are debates in order to introduce
such a system. As a result of discussions, there is currently a big programme being
organised at the national level, engaging all the UPs. They offer different vouchers to the
unemployed:
vouchers for the unemployed who find an employer offering employment for at least 6
months. After the training, the employer will receive a grant from the UP for about 350
EUR;
vouchers for training – an unemployed person will get a voucher for a maximum amount
of 3 646 PLN (about 920 EUR) to cover training costs. The unemployed person can
decide on the type of training session and provider;
vouchers only for vocational training directed to people who want to improve their
vocational qualifications. The maximum amount is 7 292 PLN (about 1 300 EUR) in the
first year of training;
vouchers for entrepreneurs who promise to provide employment to a graduate.
The vouchers are proposed within the “Young on the labour market” programme,
developed by the Ministry of Labour and Social Policy.
Scholarships
Many universities offer students scholarship of different types, among them scientific,
social, international and scholarships directed to disabled people. Scientific scholarships are
linked to the level of education of a student, whereas the social scholarship depends on the
level of earnings in the family of a student.
Scholarships for good grades are also granted in basic vocational schools
(scholarships from district governments, scholarships from the Prime Minister (Decree of 14th
of June 2005 on scholarships of the Prime Minister).
40 Decree on detailed rules and criteria of giving, repaying and remitting students’ credits and loans, 2010
43
There is the all-Polish scholarship programme (rules on scholarships for children and
youth in the school year 2012/2013) for primary, lower-secondary and secondary schools.
The objective of the programme is to support the best students.
4.2 Statutory rights to training leave
Training leave is provided to an employee during working days. These can be used for
the preparation to the exam and its sitting or the preparation of the thesis and its defence.
The training leave amounts to 6 days in case of A levels and the exam confirming vocational
qualifications. Increased training leave (21 days) can be provided to the employee who is a
student of the last year of studies and prepares the thesis or the exam. The training leave is
payable to an employee if an employer directs him/her to a training or agrees to improve
his/her vocational qualifications. The agreement of the employer should be made before the
start of training. The training leave is not provided in every case of training, but only if the
training is taken up after obtaining the agreement of an employer or due to his/her initiative.
Training leave cannot be provided if an employee uses another form of leave, e.g. unpaid
extended post-maternity leave.
4.3 Motivational incentives
Cooperation between schools and employers
Vocational schools cooperate closely with enterprises. The students can connect the
theoretical basis of a profession with practice and get apprenticeship in enterprises. Another
form of cooperation is the organisation of didactic visits to enterprises where students can
get information about the profession. Moreover, many schools cooperate with vocational
foreign schools, e.g. from Germany, where students can be trained as apprentices. However,
most entrepreneurs (80%) consider cooperation with schools in terms of additional costs, not
investments. Entrepreneurs frequently complain about the lack of financial incentives,
bureaucracy, legal problems and personal problems with possible trainees or necessity to
engage current employees in looking after trainees.
Polish small and medium craftsmen enterprises organise trainings for students, which
include practical vocational preparation in the craftsman enterprise and theoretical part at
school or in courses. The vocational preparation takes place in a non-school system. The
amount of the salary for the trainee is not less than 4% (1st year of training), 5% (2nd year of
training) and 6% (3rd year of training) of the average monthly salary, however the employer
can indicate another amount of salary for the trainee (not smaller than indicated above).
44
Vocational counselling and guidance
Vocational guidance is under the remit of two departments, education (Ministry of
National Education), responsible for providing guidance and counselling services to young
people at school, and labour (Ministry of Labour and Social Affairs), responsible for guidance
and counselling services to adults.
Due to the Regulation of the Minister of National Education of 17 November 2010,
schools and other educational entities are obliged to provide students and teachers with
pedagogical and psychological assistance, including vocational information and guidance,
helping students in choosing their educational pathways and careers. The counsellors offer
information which occupations are in demand on the labour market and health requirements
for particular occupations.
The number of vocational counselors employed at schools and other educational
establishments is steadily increasing – in 2007 there were 689 counselors working at
schools, in 2008 – 772 and in 2011 – 1 385.
Counselling and guidance services for adults are available in labour offices (UPs) for
those unemployed, who actively search for a job. The number of vocational counsellors is
still increasing and in 2011 there were 1 786 counsellors (Ministry of Labour and Social
Policy, 2011). The scope of vocational counselling includes individual and group counselling.
Individual counselling aims at motivating the client to talk about and solve professional
problems.
In 2010, the number of clients using individual vocational counselling reached 514 009,
276 131 of which were women (54%).
Group vocational counselling is related to such issues as: professions, labour market,
possibilities of vocational training, services on the labour market, etc. In 2010 there were
9 573 groups organised and 78 979 people got the group advice, including 48 837 women
(61.8%). That is a small decrease compared to 2009.
Moreover, it is possible to get individual or group vocational information. In 2010 there
were 379 283 individual visits of clients who used vocational information. As regards group
vocational information, there were 20 263 group meetings in which 232 724 people
participated, including 121 747 women (52.3%). That is also a small decrease compared to
2009.
In order to promote VET, there is also guidance for entrepreneurs available in UPs,
which is linked to such information as: identification of requirements for a candidate for a
specific post, disclosure of information on the unemployed, proposition for trainings for
employees or unemployed people etc. In 2010, there were 2 511 applications from
entrepreneurs and employers who were interested in the support within vocational
counselling. 2 409 employers applied for help in identifying necessary requirements for
particular posts and selecting suitable candidates for these posts. 102 employers and
entrepreneurs applied for their own and their employees’ vocational development. Most of
them (92%) were from the private sector.
45
SOURCES AND BIBLIOGRAPHY
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Chłoń-Domińczak Agnieszka, Dębowski Horacy, Sławiński Stanisław (2011), “NQF development in Poland”, Cedefop. http://www.cedefop.europa.eu/EN/Files/Poland_NQF_development.pdf
Chłoń-Domińczak Agniszka, Holzer Dorota (ed.) (2012) “Vocational Education and Training in Poland”, Educational Research Institute, Warsaw [in Polish]
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Dębowski Horacy, Ziewiec Gabriela, (2011), “Financing investment in human resources”, VET in Europe - Country Report, Cedefop/Refernet Poland. http://www.refernet.pl/public/publikacje/_11.pdf
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GUS, Prognoza ludności Polski na lata 2008-2035, Warszawa 2008, (Forecast of Polish population in 2008-2035), http://www.stat.gov.pl/gus/5840_4559_PLK_HTML.htm, p. 3, 7-8 Jeruszka Urszula ed. (2012), Modernising methods and vocational training form in Poland, Insti-tute of Labour and Social Studies, Warsaw [in Polish].
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47
Rozporządzenie Rady Ministrów z dnia 14 czerwca 2005 r. w sprawie stypendiów Prezesa Rady Ministrów, ministra właściwego do spraw oświaty i wychowania oraz ministra właściwego do spraw kultury i ochrony dziedzictwa narodowego [Decree of Council of Ministers of 14th of June 2005 on scholarships from the Prime Minister, Minister of Education and Minister of Culture and National Legacy], Journal no 106, pos. 890.
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48
LIST OF ACRONYMS AND ABBREVIATIONS
BDL – Bank Danych Lokalnych – Local Data Bank
CCVE – Core Curriculum Vocational Education – program nauczania dla kształcenia zawodowego
CCGE – Core Curriculum for General Education – program nauczania dla kształcenia ogólnego
CIT – Corporate Income Tax – podatek dochodowy od osób prawnych
CKE - Centralna Komisja Egzaminacyjna – Central Examination Commission
CKP - Centrum Kształcenia Praktycznego – Practical Training Centre
CKU - Centrum Kształcenia Ustawicznego- Continuing Education Centre
COVE – Classification of Occupations for Vocational Education – klasyfikacja zawodów szkolnictwa zawodowego
CVET – Ustawiczne Kształcenie i Szkolenie Zawodowe – Continuing Vocational Education and Training
CVET – Ustawiczne Szkolenie Zawodowe – Continuing Vocational Training
DGU – jednostka samorządu powiatowgo – District Government Unit
ECVET – Europejski System Punktów Edukacyjnych w Kształceniu Zawodowym – European Credit Transfer System for Vocational Education and Training
EQAVET – European Quality Assurance References Framework for VET – Europejskie ramy odniesienia na rzecz zapewnienia jakości w kształceniu i szkoleniu zawodowym
EU – European Union – Unia Europejska
FEANI – Federacja zrzeszająca zawodowe stowarzyszenia inżynierów – Federation Europeenne d’Associations Nationales d’Ingenieurs
GDP – Produkt Krajowy Brutto – Gross Domestic Product
GUS - Główny Urząd Statystyczny – Central Statistical Office/National Statistical Office
IBE – Instytut Badań Edukacyjnych – Institute for Educational Research
ISCED – International Standard Classification of Education – Międzynarodowa Standardowa Klasyfikacja Kształcenia
IVET – Wstępne Kształcenie i Szkolenie Zawodowe – Initial Vocational Education and Training
LGU – jednostka samorządu lokalnego – Local Government Unit
49
MENIS - Ministerstwo Edukacji Narodowej i Sportu – the Ministry of National Education and Sport
MPiPS – Ministerstwo Pracy i Polityki Społecznej – the Ministry of Labour and Social Policy
NBP – Narodowy Bank Polski – the Polish National Bank
NCSVCE – National Centre for Supporting Vocational and Continuing Education – Krajowe Ośrodek Wspierania Edukacji Zawodowej i Ustawicznej
OHP – Ochotnicze Hufce Pracy – Voluntary Labour Corps
OKE – Okręgowa Komisja Egzaminacyjna - Territorial Examination Commission
PIT – Personal Income Tax – podatek dochodowy od osób fizycznych
PLN – Polski złoty – Polish zloty
SIO – System Informacji Szkolnej - School Information System
UP – Urząd Pracy – Labour Office
VET – Kształcenie i szkolenie zawodowe – Vocational Education and Training
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